Career Options Magazine Fall 2009

co

career options For Canadian Post-Secondary Students

www.careeroptionsmagazine.com fall/winter 2009 / Volume 23 No. 2

you’re on your way:

strategies to succeed at career fairs

06 14 26

Avoiding common interview pitfalls Applying for graduate school Careers in Health

career options Fall/winter 2009

<< T he “super” image gracing our cover this month is

by Gabrielle Beer, winner of the first-ever Career Options photo contest.

Gabrielle recently graduated from the Professional Photo-Imaging Program at Langara College in Vancouver.

Congratulations!

06 Avoiding common

20 Résumé writing: from

By Kristen Stolze

By Mary Giamos

interview pitfalls

good to great

By Sean Junor

10 creating your online brand

By Patti Church

12 Career Fairs:

the transition from student to professional

By Erica Simmonds

08 24 MAximize your return Career fair dates on educational investment in a recession

43 how i am making

By the Canadian Association of Career Educators and Employers

46 Cacee ethical

recruitment guidelines By the Canadian Association of Career Educators and Employers

25 Career fair guide

By Anne Markey

26 Careers in health

By Anne Markey

a piece of your job search puzzle

By Panagiota Panagakos

14 applying for

33 getting the job you

want – putting your best foot forward

By Gina John and Carol Evenson

graduate school

By Dorothy Ritz

17 Boning up on money management

By Angela Fennelow

36 the “where” factor

By Karen Gallant

41 first year of full-time: adjusting tips & more

By Zahraa Al-Ali

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

1

2

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

EDITOR’S LETTER

career options

W

elcome to the Fall/Winter 2009 edition of Career Options!

Thank you for picking up the magazine. You’re sure to find it informative as you move forward with career or employment planning. Career Options will be a valuable resource for you as you transition from post-secondary education to the working world.

Managing Editor

Anne Markey Project Management – gordongroup

Kita Szpak Art Direction / Print Management – gordongroup

Leslie Miles Career Options is unique in that it’s created just for Canadian college and university students. The information is tailored to meet your requirements.

The advertisers contribute because they want to let you know about real opportunities in their organizations. In fact, Career Options is the one publication where the ads are as invaluable as the articles!

Design & Layout – gordongroup

Dominika Kowalczyk Advertising Sales direction – gordongroup

Thomas Krayer Advertising Sales – gordongroup

In this issue, employer representatives from Loblaw, Camco and Sun Life Financial provide advice on how to land the job you want. Recent graduates Erica Simmonds and Zahraa Al-Ali discuss their transition from student life to the working world. And I have prepared a list of careers in healthcare that includes alternatives to being a doctor or a nurse—not that there’s anything wrong with those career paths!

Fred Hanson Kirill Kornilov Contributors

Zahraa Al-Ali Patti Church Carol Evenson Angela Fennelow Karen Gallant Mary Giamos Gina John Sean Junor Panagiota Panagakos Dorothy Ritz Erica Simmonds Kristen Stolze Career Options is published bi-annually in January and September by the Canadian Association of Career Educators and Employers (CACEE), 720 Spadina Avenue, Suite 202, Toronto ON M5S 2T9.

By the time you read this, our new website, www.careeroptionsmagazine.com, should be live! The site is designed to continue and expand on the topics and connections made in the print magazine. You’ll be able to share your views on the articles, submit articles of your own, read and comment at the “Speak to an Expert” blog spot, and interact with employers at the Connect Zone. The Career Options website is live, interactive, and here for you to use as you make your own school-tocareer transition!

For subscription information, contact Anne Markey:

Tel: 416-929-5156 ext. 223 Fax: 416-929-5256 E-mail: annem@cacee.com Website: www.careeroptionsmagazine.com

Lastly, I want to draw your attention to the photo on the cover of the current issue, and to introduce the photographer: Gabrielle Beer was the winner of the photo contest held by Career Options and CACEE over the summer. Contest entrants were asked to submit images related to post-secondary education and careers.

For advertising inquiries, contact Thomas Krayer, Director of Sales, gordongroup:

Tel: 613-234-8468 ext. 223 Fax: 613-234-8655 E-mail: tkrayer@gordongroup.com Website: www.gordongroup.com ISSN: 1712-1183 The Canadian Association of Career Educators and Employers (CACEE) is a national, non-profit partnership of employer recruiters and career services professionals. Our mission is to provide authoritative information, advice, professional development opportunities and other services to employers, career services professionals and students.

We’ll be holding another installment of the contest beginning at the end of this month for the Winter/Spring 2010 issue. Aspiring photographers, stay tuned!

Anne Markey, Editor

Career Options is distributed to students at post-secondary institutions across Canada. Career Options is available free of charge through campus career centres.

NOTE: The opinions expressed within are those of the authors and do not necessarily reflect CACEE policy. No part of this magazine may be reproduced in whole or in part without written permission of the publisher.

The National Student Resource of: Canadian Association of Career Educators and Employers 720 Spadina Ave., Suite 202 Toronto ON M5S 2T9 www.cacee.com

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

3

4

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

We Would Like to Thank Our Advertisersâ&#x20AC;Ś 22

ATB Financial

16

Insight Canada Inc.

i

ATCO Group

44

Insurance Brokers Association of Canada (IBAC)

22

B.C. Hydro

48

JET Programme

48

Brenntag Canada

01

Mining Industry Human Resources Council

31

British Columbia Transmission Corporation

32, 47 National Energy Board

39

Canadian Supply Chain Sector Council

48

Naylor-McLeod Group

30

Certified Management Accountants

42

New Flyer Industries

50

CGA Ontario

45, 48 Nexen

32

Communitech: Waterloo Region Technology Association

05, 47 Queen's University

09, 42 Concordia University College of Alberta

02 RCMP

48 Desjardins

13

47

Durham Regional Police Services

36, 47 Student Work Abroad Program

34

Enterprise Rent-A-Car

19

28

Fairmont Hotels and Resorts

04, 47 Talisman Energy

48

Hire Canada Inc.

11

The Canadian Payroll Association

38

Home Depot

16

Yellow Pages Group

49

Humber College Business School

47

Imperial Oil

Shell Canada Sun Life Financial

15 JobMire

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

5

6

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

By Kristen Stolze Grad Program Manager, Loblaw Companies Limited

avoiding common

interview pitfalls Have you ever had an interview that you thought went well and then found out you didn’t get the job? Did you ponder what you could have done differently? Did you wonder what the interviewer really thought? The interview is usually the factor in the recruitment process that determines whether or not you get the job, so strong interview performance is crucial. Let’s look at some common interview errors and how to avoid them.

1

Listen A mistake that candidates often make is deciding in advance what they want to talk about in the interview, regardless of the questions being asked. Preparing answers that highlight your skills is important, but don’t let your prepared answer distract you from the actual question.

In an interview setting, there is nothing wrong with jotting the question down and taking a few moments to formulate your answer. If you didn’t understand the question, ask for clarification.

When asked a question, provide relevant examples that allow the interviewer to picture you in the job. An answer that gives one complete example is more effective than an answer that gives multiple shorter examples. Listen carefully to the question and ensure that your answer relates to what is being asked of you.

2

Be confident but not boastful In an interview, you want to present yourself as the best candidate for the job; you don’t want to come across as arrogant or boastful. Confidence is essential, but be careful not to overstep this fine line. Communicate your skills, knowledge and eagerness to learn, taking care not to imply that you already “know it all.”

3

Review the job description Another common error is not thoroughly reviewing the job description prior to the interview. When applying to multiple jobs, especially jobs with a similar title, don’t assume that job descriptions from different companies are comparable. The

Ca reer O p t io n s

role of a marketing analyst at one company might be quite different from a marketing analyst at another company. A comprehensive review of the job description will allow you to answer the interview questions in the best way possible and to ask informed and insightful questions. You don’t want to ask a question about something that is stated in the job posting. It’s also helpful to think about relevant examples that relate to job responsibilities.

4

Remain positive about current or past experiences and employers Criticizing a current or past employer or manager comes across as immature and demonstrates a lack of professionalism. It can also suggest an inability to work with others or to deal with difficult situations. Use tact and diplomacy to convey messages about less favourable experiences.

5

Prepare questions Interviewers often conclude an interview by asking if the candidate has any questions. Responding with a simple “no” may give the impression that you aren’t passionate about the company or the job. Prepare several potential questions about the company and the position. If you’re interested in the environment, for example, ask if the company is pursuing any environmental initiatives. Perhaps the company has just launched a new product; ask about it. Inquire about the office culture or what your first few tasks on the job might be.

Choose your questions carefully in order to display your knowledge of the company and confirm your interest in the job. Select your questions based on the tone of the interview. Make sure you don’t ask a question that was already answered.

Never underestimate the importance of the interview. It’s an opportunity for you to “sell” yourself and demonstrate your potential value to the employer. Always prepare, and be honest, professional and positive. CO

fa ll/w in t er 2 0 0 9

7

maximize

By Sean Junor

your return on educational investment in a recession

T

he current global recession is a foreign concept for the majority of young Canadians. Those of us who were still children during the last recession in the early 1990s have witnessed nothing but robust economic times and strong labour markets for nearly 15 years. But that all changed in the fall of 2008, as the perfect economic storm rolled in and eliminated many perceived certainties. The U.S. housing market bubble burst. The global financial sector fell into chaos. Stock markets and commodity prices took a nosedive. North American auto makers, already struggling, were forced to the brink of collapse. All of these factors resulted in a downward spiral for the labour market.

There was once a time when job seekers could simply dictate their terms and conditions of employment to desperate employers, but the downturn has made it appear that those days are over. Gone too are the days of quitting one job to walk across the street for another, better-paying position. The balance has also shifted at today’s job and career fairs, as fewer companies from a smaller range of industries participate, and the numbers of job seekers swell. It seems the scales have been reset, and now appear to be weighted in favour of the employer, rather than the prospective employee. What does this mean for you?

First and foremost, don’t panic.

Post-secondary students today still have employment options—they’re reduced, yes, but options are still out there. It is important to note

8

fal l /winter 2009

that the current domestic recession has not spread equally across regions or occupational sectors in Canada. Ontario, Alberta and British Columbia are bearing the brunt of the economic downturn. Saskatchewan and many parts of Atlantic Canada still have pockets of employment growth. Even inside the provinces hardest hit, there are glimmers of hope as major urban centres are faring much better than northern, rural or remote communities. Employment in health-related fields shows little signs of prolonged weakness. The massive stimulus spending currently being undertaken by provincial governments and the Government of Canada will result in new opportunities in the construction sector for tradespeople, technicians and engineers.

In addition, public sector employment (government, law enforcement) will continue to expand.

Second, have a plan. Do some research on what companies and industries are remaining relatively strong in the current economic climate. There are now over 30 sector councils (www.councils.org/en/) in Canada representing almost every industry, and each council is dedicated to producing employment information and promoting careers on behalf of that industry. Examine recent Manpower Research labour market reports. Manpower documents employment trends in jurisdictional and industrial sectors by quarter for Canada, and often has some good emerging employment information.

Make use of provincial and federal employment resources (e.g., www.labourmarketinformation.ca, www.saskjobs.ca, www.albertajobs.com). Finally,

www.ca reero p t io n smaga zin e.com

examine some of the new online tools being created for graduates. Talent Egg (http://talentegg.ca) is one such example and a nice starting point for job seekers familiar with social marketing sites.

Third, stand out FROM the crowd. This means that you need to work a little harder on your employee value proposition. Employers have spent the past decade branding and re-branding to appeal not just to customers, but also to future employees. Now it’s your turn.

Treat every interaction with a potential employer like an interview. Ask thoughtful questions. Feel free to inquire about hiring plans for the year.

Keep in mind that paid employment is only one way into a company. Some companies offer internships; others may be happy to book you for an informational interview with a specific occupational representative. Remember that your abilities, competencies, knowledge and skills are assets that set you apart from your peers. It is important to display both hard and soft skills.

Previous employment or volunteer experience needs to be packaged or positioned to assist your personal pitch. Dressing the part is also important:

“ Employers have spent the past decade branding and re-branding to appeal not just to customers, but also to future employees. Now it’s your turn. ”

present yourself professionally for every interaction with a potential employer by ditching the blue jeans and t-shirt in favour of a collared shirt and dress pants. You only get one chance at making a first impression.

Fourth, pound the pavement—literally and figuratively. Attend career fairs or information sessions on campus. Come to those sessions well prepared and be ready to ask questions to staff representatives. Feel free to approach the staff offline, ask them a series of additional questions, interview them about their company, or even drop names. Make whatever connection you can within reasonable boundaries. Remember, companies who spend time at your school are usually there for a reason: a successful history of recruiting. Conduct advance research on the companies with which you are interested in securing summer or full-time employment. Talk to previous graduates or professors about the company. Find an alumni connection within the company and see if they can assist you in gaining a leg up in the organizational employment process. Learn some history and be aware of key things like the geographic locations and industry involvement for each company of interest. Nothing is more frustrating than hearing your company name mispronounced or wrongly identified by so-called informed job seekers.

The hints documented in this article are just suggestions. Graduates looking to successfully enter the labour market would be wise to leverage all their contacts, skills and experience. In the end, job seekers possess a commodity—their work—that employers need, today and in the future.

The tricky part is executing the buy and sell. CO

Sean Junor is Senior Specialist – Workforce Planning, at Cameco Corporation.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

9

e n i d l n n a o br

cr

10

fal l /winter 2009

i t ea

ng

r u yo

www.ca reero p t io n smaga zin e.com

ch ur

h iC

By

tt Pa

L

et’s face it: we have all felt the impact of branding efforts by businesses, schools, politicians and entertainers. Their goal is to create an emotional response, to engage us, to compel us to act. Because of the strong Starbucks brand, many of us believe that their specialty coffees are worth $5. As consumers, we buy into brands and believe there is value in their product offerings.

In the past, a brand was defined by advertising and carefully crafted messages delivered through traditional media. Today, a brand is shaped and developed by its actions and engagement with different audiences as much as by advertising and key messages. The Internet has fundamentally changed how brands are defined and maintained.

Blogs, YouTube and Twitter are three communications vehicles people use to rant, rave or complain about a product, service or person.

Whether you realize it or not, you have an online “brand,” too. Do you have a Facebook or MySpace account? Do you comment on blogs? Have you tried out Twitter? When you post content, engage others or share information about yourself on the Web, you are creating a unique identity—branding yourself, in a sense.

In your job search, it’s important that the personal brand you present is professional and has a strong message about you to offer employers. According to Monster.com, 77% of employers will Google you. Why? Because they need to manage risk and find the right candidates. The hiring process is time-consuming and expensive, so making the right staffing decision is critical. In many cases, what they can learn about you online will affect their final decision. It’s important to Google yourself and become strategic about your online image.

The advent of blog software and social media tools (Flickr, Twitter, Whyhire.me, LinkedIn, Facebook, YouTube, etc.) presents a new opportunity for you to take control of your personal brand. Along with your printed résumé, flashy business card, firm handshake, well-researched conversation points and well-crafted cover letters, you have a new tool to use in your job search: the Personal Uniform Resource Locator, or PURL. What’s a PURL? Plain and simple, a PURL is a personal web address that you can share with employers, and that can be found via a Google search. Twitter jumped

on the notion of a personal Twitter page. Facebook recently introduced vanity URLs for its members.

Although many of these new communication tools have the capacity for a PURL that allows for Google to find you easily—which is the end goal—it’s also important to consider buying your personal domain name, and to grab your account name on many of these new social networks. The more accounts you have with consistent use of your name, the more links and connections to you Google will make, and the easier it will be to find your content when an employer searches your name.

For new graduates, your online brand should include both traditional résumé elements and detailed project experiences that leverage photos, videos, references, links and more. Integrating blogging, Twitter, Flickr, YouTube or Vimeo, WhyHire.me and LinkedIn will also demonstrate your engagement with a chosen course of study, future career interests, an industry sector or a company that brings out your passion.

reinforces the impression you would like to leave behind. Show them you are engaged and passionate about their business and that you can help solve their business problems.

Stay committed—it will pay off Personal branding requires a commitment of a few hours each month—a small price to pay given the overall investment you have already made in your education. As you develop your brand online through school, your first job and beyond, it will attract more traffic through cross-linking with others in your field. In time, your name and PURL will rise to the top of Google search, opening the door to more opportunities for you. CO

Patti Church is a co-founder of Whyhire.me, a social media portal dedicated to personal branding. She is also a part-time instructor at Algonguin College. You can find her at whyhire.me/patti_church.

Why should you care?

The Internet offers you an opportunity to create an impression of your skills, experiences and overall potential. Your personal brand can now communicate and engage your possible employer throughout the interview process. The ultimate aim of developing your online brand is to help differentiate yourself from the competition and to establish a deeper and more meaningful connection with the hiring manager and his or her colleagues.

Think about a traditional printed résumé, with a nice-looking font, printed on crisp paper. The challenge that most graduates face is that their résumé lacks employment experience and depth.

When the employer sees a stack of printed résumés, they all begin to look the same.

So how do you stand out? With branding and differentiation: two proven marketing tactics long practised by businesspeople of all types, including celebrities, musicians, politicians and sports stars.

Branding is all about creating an emotional connection. Your online brand, correspondence, appearance and behaviour during your interviews will ultimately shape how you are perceived.

Include your PURL in your cover letter, your résumé and your business cards. Take the opportunity to reference your online brand during the interview.

When you draft your thank-you e-mails, point out one of your online contributions or opinions that

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

11

CAREER FAIRS

By Panagiota Panagakos

a piece of your job search puzzle Career fair tips:

» Dress for success and have your “elevator pitch” always ready! » Research companies online so you know what to say to representatives. » Career fairs are your chance to meet and network with employers. Make a good first impression by being confident and prepared. » Make your own business cards, as résumés aren’t usually taken at career fairs.

Stop complaining about online recruitment systems—get face time at a career fair Career fairs offer an excellent opportunity for you to obtain first-hand knowledge about the careers and industries that interest you. As a participant in a career fair, your objective is to build relationships with company representatives who can provide you with valuable information and/or referrals to potential job openings.

Maxine Dubuc, Manager, Community Based Learning and Career Development at Huron University College, believes students should 12

fal l /winter 2009

consider career fairs as a component of their overall job search strategy because of the relationships they will build. “Next time you go to a networking event such as an information session, you may recognize someone [company representative] you met at a career fair and you’ll be able to talk to them on a more familiar basis.” Career fairs are not just about getting a job, they’re about building contacts within organizations and developing those relationships.

Remember that first impressions are lasting ones: being properly prepared for a career fair will www.ca reero p t io n smaga zin e.com

ensure that you leave company representatives with a positive impression of you.

Hit the ground running—prepare by conducting research Your goal at a career fair is to get noticed. During these events, company representatives are literally meeting hundreds of students. The way to stand out is by being prepared. “Career fairs are about having quality meetings versus quantity [number of employers] meetings,” advises Angie Paisley, Career Advisor, Hired Career Services at Durham College and the University of Ontario Institute of Technology (UOIT). Before the career fair, determine which companies will be attending and research the ones that interest you. Your research will enable you to be more confident and better prepared when speaking to a company representative.

“At our school, the Hired Career Services portal acts as a repository,” explains Paisley. “Students can go there and find out which companies will be at a career fair and get the link to a company’s [Internet] site.” Researching a company sends a strong message to a potential employer that you’re not just looking for a job, but that you’re interested in working for that particular organization.

Research will also enable you to match your skills and experiences with the needs of a company.

“You need to know what the company does,” says Paisley. “You don’t want to be the person who says, ‘What do you do?’”

Chris Antzinas, founder and owner of Design Cycle Resources, a technical search and placement firm, recommends being unique and confident in order to have a successful career fair experience.

“Everyone will be asking standard questions, and getting standard company answers,” he explains.

“Prior to going to the career fair, visit the target company’s corporate website and find recent news about the organization to talk about. Print, highlight and bring this along with you to the career fair.”

Dress for the job you want—don’t dress like a student You get only one chance to make a first impression, so professionalism is paramount. Dress for a career fair as you would for an interview. Be sure to check your business attire a few days before the fair. Make sure it is neat, clean, pressed and well put together. Also make sure your shoes are polished and that you are well groomed. Antzinas

says that “what the potential employer is testing the candidate on is not their fashion sense per se, but their judgment.” In other words, how they present themselves at the career fair reflects the image they project to the company’s clients.

Your conversation starter and selfmarketing tool: the “elevator pitch” Your introduction, also known as your “elevator pitch” to an employer is a 20–30 second synopsis of your education, experience and interests, and a very brief explanation of how you can make a contribution to that company. Always end your introduction with a question for the representative to engage him or her in a conversation.

“ You get only one chance to make a first impression so professionalism is paramount. Dress for a career fair as you would for an interview. ”

Come equipped with the right tools It is recommended that you bring the following items to a career fair:

A list of questions: Based on your research, make a list of questions to ask representatives/potential employers.

Business cards: Create your own business cards, as company representatives don’t normally accept résumés at career fairs. “If you have a business card, give it to the company representatives you meet,” advises Dubuc. “If they are impressed by you, then they can write notes on it so when they receive your online application you will be recognized.” You should present your business card as follows: the front of your card should face the recipient as you hold the upper corner. If you are the recipient, accept a business card from the bottom corner, look at it, and thank the person who offered it.

Follow up with an e-mail It’s important to follow up after the career fair. Be sure to send a personalized thank-you note via e-mail within a week to every representative you spoke to. This is an effective way to reintroduce yourself to the employer and demonstrate your interest in their company. Since career fairs are a form of networking, Dubuc suggests that you “look at other ways that you can meet the company representatives again, such as information sessions” to get constant exposure and to build a good relationship with the employer. When you make the employer remember you for your enthusiasm and professional manner, you are ensuring that your application makes it to the top of the pile. CO

Pad of paper and a pen: It’s a good idea to buy a portfolio to carry your pen, paper and business cards. By taking notes at the career fair, you’re demonstrating to company representatives that you’re interested in their company and that you think what they’re saying is important.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

13

✍

By Dorothy Ritz

applying for

graduate school A

s Graduate School Liaison in the Office of the Registrar at Grant MacEwan College (Edmonton, Alberta), part of my role is to provide information and support for students and alumni applying for graduate study. Applicants include students graduating from university or alumni who have been in the work force for some time.

Following are tips and things to consider: Should I apply for graduate study now? Reflect on: Your skills, abilities and interests Life space and significant relationships (your age and health, partner, children, health of family members) Career goals Learning goals Geography (where you choose to live) Finances Labour market trends ●

“ Applying to a graduate program is not a quick process. If you are also applying for scholarships, extensive research may be required.” ●

●

●

●

●

●

●

●

●

What is the design and structure of a program?

(For example: Is it thesis-based or course-based?)

Review the biographies and research interests of faculty members in the department.

Will this program match your learning, career and personal goals?

What are the costs for tuition, books, supplies, travel and living accommodations?

Review scholarship and assistantship opportunities.

What are the residency requirements?

●

●

●

Where do I start?

The first step is research: Research can be done online using websites that list numerous programs offered worldwide.

Universities outline detailed information on their websites.

Read the information carefully. ●

●

●

14

fal l /winter 2009

●

●

●

●

●

●

●

●

●

●

●

References: Decide who your referees will be.

Specific content requested for letters will vary.

Check websites to clarify to your referees the type of content an appropriate reference should include.

Meet with individuals to request a reference letter. Discuss the letter with the referee.

He or she may be knowledgeable about the department you are applying to, as well as your skills, interests and abilities in the context of this course of study.

Do not delete or destroy undergraduate ●

●

Give yourself time: Applying to a graduate program is not a quick process. If you are also applying for scholarships, extensive research may be required.

Applications may or may not require these components: Application form Transcripts with grades (from each post-secondary institution you attended) ●

●

www.ca reero p t io n smaga zin e.com

Statement of intent or statement of research Reference letters Résumé or curriculum vitae Portfolio Autobiography Proof that you took the specific courses the department has listed as admission requirements Proof of proficiency in the language you will use in your studies Qualifying standardized examinations Information on available financial resources for your course of study Interview(s) Audition (often required for performing arts)

●

●

●

assignments, projects or papers! They may be helpful in the future. For example, a referee may request samples of course work (especially for classes where she/he was your instructor), transcripts, a list of schoolrelated activities, and information on your volunteer and work experience.

Finances: Educational institutions offer funding allotted for prospective and current graduate students. These awards are based on merit (GPA, research and publishing background).

Admissions departments may review your statement of intent to ensure that your area of research matches designated funding resources.

There are opportunities for graduate students to apply for paid teaching assistant positions.

Some departments offer co-op programs where a student can earn income within the learning experience.

Some employers are interested in the career development of their employees and provide support (in terms of money or time) for ongoing learning.

Student loans are usually available. ●

●

●

●

●

●

Statement of Intent: Applications for graduate school or professional education often require a written statement of intent.

If you are applying for scholarships, teaching assistantships or bursaries, you may be required to submit similar statements.

Think about your audience. The purpose of a statement is that it helps the faculty admissions office determine whether you would be an appropriate candidate for their program. They may consider the following: How the program addresses your learning interests: specifically, what you want to study and why.

An explanation of how you would function within the department’s environment and culture and alongside faculty and other graduate students. ●

●

●

●

●

Standardized Examinations: Admission requirements may include standardized examinations.

Register to write the examination in the spring or summer before you submit your application.

The format of the examinations is unique. It is essential that you practise using sample questions before you write.

You may request that results be sent to universities that require them for admission. Note that fees are charged each time results are sent. ●

●

●

●

As you earn a masters or Ph.D. degree, new career doors may open. At the same time, the investment of time and money can be significant. Solicit advice from friends or co-workers who have taken the route of further learning. Choose a program with interesting content. Study something that you are passionate about. Enjoy the journey! co

Dorothy Ritz, Graduate School Liaison at Grant MacEwan College, provides information and support for alumni, current students, faculty and staff with regards to researching and applying for graduate study or professional education.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

15

16

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

money management might make you rich boning up on

By Angela Fennelow

Or not. But it will probably keep you from being poor!

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

17

I

n this age of free-flowing data and immediate access to massive amounts of information, encountering a subject that’s still taboo is a rare phenomenon.

Information sharing between parents and their kids is more open and honest than ever before, yet there’s one topic that’s avoided in many households: money and personal finances.

Parents who have no problem talking about sensitive topics with their children clam up when it comes to the money they make and how it gets spent. As a result, many people enter adulthood knowing very little about the basics of household financial management.

Learning how to manage your money is a necessary life skill. Though it may not seem important when you’re young, it will become more so later in life.

As your income and responsibilities increase, your

personal finances will likely get more complex.

Learning the basics of sound financial management now is a ticket to dealing with money more effectively when you have more of it.

Unfortunately, many people don’t learn about money management until they’re deep in debt and in full panic mode. This can, and does, happen to anyone regardless of education or income level.

Credit is available to just about anybody, and for those who aren’t disciplined in their approach, the ease of credit can be devastating. Easy-toborrow money enables us to get the things we want—right now!—and far too many people have taken full advantage, buying houses that are too big, cars that are too fancy and wardrobes that are ridiculously large.

One fact escapes these people: they’ve bought their stuff with money that isn’t theirs. It all has

to be returned to the lender—with interest. The piper must be paid.

The past couple of decades have seen consumer debt rise astronomically as saving rates drop.

People have forgotten lessons from past recessions and assumed that the value of their homes will always go up, and that increases will offset the cost of the money borrowed to buy them. This same psychology extends to consumer goods with more dire results; long after the fancy shoes are gone, the balance remains on the credit card—at 18% interest or more.

Here are a few pieces of practical information that are good for everyone to know. Learning them when you’re young will give you the basic financial knowledge to keep your financial future “in the black,” ensuring your money works for you, rather than against you.

money TIPS » 2. Use debt wisely by carefully considering the reason you’re taking it on. There is good debt and bad debt.

Good debt can allow you to buy a house or attend post-secondary school. Just never forget the fact that it’s not your money. The more you can save up for what you want, the better off you’ll be in the long run. Bad debt, such as credit card debt, grows as you buy stuff that depreciates in value—anything you can buy in a mall or online, for example.

1. remember that Credit cards are not free money. If you carry any monthly balance at all, they are the most expensive money you can borrow, short of a payday loan company. (By the way, don’t use payday loan companies. Ever. Just don’t.)

Since this is a career magazine, a few words about career opportunities are in order. Remember the first point in this article—that parents don’t like to talk to their kids about money? Perhaps it’s because they aren’t very knowledgeable themselves and need advice as well. Many people struggle through on their own, with inappropriate investments, out-of-control debts, and very little to protect their savings if an unanticipated event happens, like premature death or illness.

18

fal l /winter 2009

3. Acquire basic knowledge about finances. Learning about saving, investing and budgeting, as well as protecting what’s yours with appropriate insurance, is one of the most valuable gifts you can give yourself. Read articles, take classes or just Google it. The information is out there.

4. Learn to get help from experts when you need it. You can get good advice on money matters in many different ways; part of educating yourself is to figure out where to go for the help you need.

There is a tremendous need for professionals who can offer guidance on achieving financial security. Providing advice in the financial field is a potentially lucrative career choice for people with strong interpersonal skills and the desire to run a business that helps others. While you’re weighing your career options, take some time to learn about this one. co

www.ca reero p t io n smaga zin e.com

You can contact Angela Fennelow at recruit@sunlife.com. www.sunlife.ca/careers/advisor Angela Fennelow is Director, Campus Recruiting, Career Sales Force, at Sun Life Financial.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

19

✍

By Mary Giamos Career Management Consultant, Career Centre, University of Toronto

résumé writing:

from good to great

20

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

» What makes a great résumé—the kind

that stirs employer interest and compels them to call the applicant right away?

A strong résumé is not a stroke of luck, but rather the result of matching skills and experience to job qualifications. Many graduating students are challenged by this idea because they often feel they don’t have either. The truth is everyone has skills, whether specific/technical or soft/transferable.

The beauty of soft skills such as organizational, communication, interpersonal and analytical skills is that they apply to so many work situations, and are an excellent way to demonstrate your potential even if you lack experience in the field.

If you want to convince an employer that you are a strong candidate, you’ll need to put some time into your résumé. Great résumés are well researched and well written. Begin by looking at what you’ve accomplished over the last four or five years. Identify the skills, knowledge and experiences gained through your course work, and review previous jobs, volunteer positions and co-curricular activities. Involve your campus career centre in this process, as they will have tools and/or counsellors available to guide your work.

Next, research the position and the organization to which you’re applying.

What skills, level of responsibility and previous experiences are required?

What are the company’s vision and goals for the coming year? What are the major trends in the field? The answers to these questions will help you decide which of your skills and experiences best match the position. Depending on where these come from (for example, volunteering or the classroom), you will know how to format and name the section headings. Let’s look at an example of how this is done.

»

Danielle is a 4th-year student graduating in 2010 with a bachelor’s degree in economics. She has a part-time job at The Body Shop and is a member of the Economics Students’ Association.

She is interested in applying for a job with a consulting firm specializing in public policy advising. After reviewing the qualifications for the position, she compared them to her education and work experience: Employer qualifications: Post-secondary degree in Economics, Urban Geography or related discipline Danielle’s experience: BA in Economics; courses included Urban Economics, Financial Economics Employer qualifications: Outstanding spreadsheet abilities with strong emphasis in Excel Danielle’s experience: Developed Excel spreadsheets for Financial Economics course Employer qualifications: Excellent written and oral communication skills Danielle’s experience: Part-time job helping customers with product selection; chair meetings and take minutes for Economics Students’ Association; write reports for courses Employer qualifications: Strong analytical abilities Danielle’s experience: Group project work analyzing city financial planning process Danielle meets their qualifications, but only when she takes into account all her experiences: her course work, her part-time job and the Economics Students’ Association. This is not uncommon, and it’s the reason you need to broaden your experience outside the classroom while at college or university.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

21

22

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

résumé TIPS » Qualification Highlights:

» For an immediate impact and to showcase her diverse experience,

●

Danielle decides to begin her résumé with a “Qualification Highlights” section presenting the employer with evidence.

●

●

»

She then follows this with an “Education” section and highlights courses relevant to the job, demonstrating her depth of knowledge. If she has received academic awards or special recognition (e.g., Dean’s list), they could be added here. Until Danielle has professional work experience on her résumé, her post-secondary education is critical and needs to be on page one.

●

Graduating in June 2010 with a Bachelor of Arts in Economics Spreadsheet abilities; developed Excel spreadsheets for Financial Economics course Excellent written and oral communication skills: share product knowledge with customers in retail store; chair meetings and take minutes for Economics Students’ Association Strong analytical abilities developed through group project analyzing city financial planning process

Education: 2006–2010 Bachelor of Arts, Economics, University of Toronto Related courses: Urban Economics, Financial Economics, Quantitative Methods in Economics

»

In the next section, Danielle lists a course assignment that demonstrates her knowledge base and the skills she developed along the way. Notice her choice of action verbs: collaborated, analyzed, earned. There is a greater chance that an employer will conduct a keyword search on these verbs than on the more commonly used terms worked, responsible for and earned. This section could also have been titled “Relevant Experience.”

Relevant Course Work: Sept.–Dec. 2009 Critical Analysis of the City of Toronto’s Financial Planning Process, Urban Economics, Dept. of Economics, U of T Collaborated with three other students to critically evaluate the financial planning process in relation to accountability and efficiency Analyzed the plan and recommended a process intended to deliver the right services in the most cost-effective manner Earned the second highest mark in the class based on final report and class presentation ●

» Working at The Body Shop, Danielle has strengthened her

●

interpersonal and communication skills. She also demonstrates her work ethic by doing her best to increase sales for the company.

This achievement helps to make an otherwise ordinary job noteworthy to employers, as it illustrates the contribution she is capable of making.

●

Work Experience: 2007–present Sales Assistant, The Body Shop Assist customers with their needs by sharing product information in a helpful manner Increased sales by 15% from the same four-month period of the previous year ●

» Danielle realized that she would not impress employers with her G.P.A. alone, and decided to further improve her skills by joining the Economics Students’ Association. Here she gradually built up her leadership skills by chairing meetings, organizing events, and introducing and thanking speakers. She also added another accomplishment to her list by implementing a very successful speaker series.

●

Leadership Experience: 2008–present Executive Member, Economics Students’ Association, U of T Implemented a speaker series inviting prominent members of the financial community to discuss Canada’s economic situation in the global economy A record 85 students attended each session, a 35% increase over previous events ●

»

Danielle has trouble deciding whether to include an “Interests and Activities” section; it may impress a potential employer to see that she has diverse interests that have further sharpened her analytical skills, but it may also be viewed as extraneous information. The only way to know is through further research to determine company preferences—this would be true of many decisions made when composing a résumé. Only include details about yourself that are important to the company, but at the same time also make sure not to leave unexplained gaps.

●

Interests and Activities: Cycling, sudoku, amateur computer programming

» The final step in preparing a résumé is to have it reviewed.

Have someone from your career centre look it over for you. They can offer feedback on how well you are presenting yourself through the use of concrete examples, action verbs and accomplishments—they may even help by spotting typos.

Your goal is not to have just one résumé, but rather to have several versions tailored to specific positions. Remember: the effort you are willing to put into your résumé shows your prospective employer the effort you are willing to put into the job! co

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

23

Career Fair Dates Algonquin College Sept. 15 Campus Connections – Part-time Work

Brock University Nov. 1 Career and Post Graduate Expo

Queen’s University Oct. 1 International Work/ Study Career Fair

Ryerson University Sept. 16 Part-Time Job Fair

Carleton University Sept. 29 Work and Study Abroad Fair

Ryerson University Sept. 23 Science and Hi-Tech Career Fair

Carleton University Oct. 6 + 7 Career Fair

Ryerson University Sept. 29 Business Career Fair

Confederation College Oct. 22 Career Fair

Schulich School of Business Sept. 25 Career Fair

Durham College/university of ontario institute of technology Oct. 20 Career and Education Fair

Schulich School of Business Nov. 6 Internship and Summer Employment Fair

Lakehead University Oct. 23 Career Day

Seneca College of Applied Arts and Technology Sept. 23 Part-Time Job Fair

McGill University Sept. 24 Desautels Faculty of Management Career Fair McGill University Sept. 29 + 30 Engineering and Technology Career Fair McMaster University Sept. 17 Career Fair

McMaster University Sept. 29 Government Career Expo Memorial University Sept. 30 + Oct. 1 Career and Graduate School Fair Queen’s University Sept. 28 + 29 Part-Time Job Fair 24

fal l /winte r 2009

Sheridan Institute of Technology & Advanced Learning Nov. 18 Applied Computing and Engineering Sciences Career Fair Simon Fraser University – Surrey Campus Sept. 22 Career Days 2009 Simon Fraser University – Burnaby Campus Sept. 23 + 24 Career Days 2009 Simon Fraser University – Burnaby Campus Sept. 24 Graduate and Professional School Fair St. Francis Xavier University Sept. 30 Making the Career Connection Event Trent University Nov. 5 Career Fair www.ca reero p t io n smaga zin e.com

Université de Moncton Sept. 30 9th Annual Career Fair Université de Sherbrooke Oct. 1 Engineering and Computer Science Fair University of Alberta Sept. 23 Careers Day

University of Alberta Sept. 26 Health Sciences Career Fair

University of Alberta Nov. 4 Arts Career Fair University of Alberta Nov. 20 Pharmacy Career Fair

University of British Columbia Sept. 25 Ignite Career Fair University of Calgary Sept. 22 2009 Science and Engineering Career Fair University of Guelph Oct. 14 Ontario Agricultural Job Fair

University of New Brunswick Oct. 1 Fall Career Fair

University of Northern British Columbia Oct. 6 Fall Career Fair

University of Ottawa Sept. 29 Public Sector Career Fair University of Ottawa Oct. 1 Engineering and Hi-Tech Career Fair

By Anne Markey Editor, Career Options

Career Fair guide University of Ottawa Oct. 8 International Work and Study Abroad Fair

University of Saskatchewan Sept. 16 Career Expo 2009

University of Toronto Sept. 16, 17 + 18 Information Technology and Engineering University of Toronto Sept. 21 Life, Physical Science and Business/ Commerce University of Toronto Sept. 22 Arts, Social Science, Business/ Commerce University of Waterloo Sept. 23 On-campus Part-time Job Fair University of Western Ontario Oct. 1 Career Fair Wilfrid Laurier University, University of Waterloo, Conestoga College, University of Guelph Sept. 30 Partnership Career Fair List based on CACEE Member career fairs appearing in the Career Fair Calendar as at July 31, 2009.

Students:

Whether in your first year or your final year, make time to visit your institution’s career fair! The career/job fair is an important component of the on-campus recruitment process. Employers at a career fair may also be recruiting for co-op or internship positions.

Get ready

1. Speak with an advisor at your career centre (or at least visit the centre’s website) to find out what employers will be attending the career fair and what types of positions they will be promoting.

If your career fair takes place over several days, there may be different companies on each day.

2. Research the organizations attending the fair.

Select those that interest you, visit their websites and learn what you can.

3. Develop a list of intelligent questions that demonstrate your knowledge of each organization.

Corporate representatives will remember you if you come prepared.

4. Plan your introduction speech to potential employers. Make sure it covers the basics: who are you, what are you looking for, and what are your key qualifications?

On the day

6. Dress to make the best impression. This doesn’t mean you must wear a suit; it does mean your clothes must be clean and pressed, your shoes shined (no sandals), your appearance neat—in short, look professional.

7. Be prepared to introduce yourself and have your questions ready. You may or may not be asked for a résumé; ensure you have copies on hand. Some students prefer to distribute business cards with their contact information and a few key skills or qualifications.

8. Ask representatives for their business card, which you may or may not receive. Business cards are like gold in your search for a first professional position.

After the career fair

9. Make notes about what you have learned from corporate representatives. You can use this information in writing a résumé for an advertised position, or in preparing for an interview.

10. Decide whether or not a company and position meet your interests and requirements.

Just because a position is available, doesn’t mean that it is the right one for you. co

5. Make sure your résumé is an accurate reflection of you as a soon-to-be new graduate.

Your résumé should highlight your qualifications for the types of positions you want.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

25

26

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

Careers in health

By Anne Markey Editor, Career Options

So you want to work in healthcareâ&#x20AC;Ś Here are some of the careers available in Canada, along with educational requirements and other useful information. Keep in mind that this is not a complete list. visit your campus career centre to find out more about careers in the field.

â&#x17E;¸

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

27

28

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

Chiropractic In Canada, chiropractors are educated through programs offered at the Canadian Memorial Chiropractic College (CMCC) in Toronto, and the Université du Québec à Trois-Rivières (UQTR).

Both programs are accredited by the Canadian Federation of Chiropractic Regulatory and Educational Accrediting Boards (CFCREAB).

Minimum of three years of university before eligible for admission.

CMCC program involves four years of full-time study, including a one-year internship.

UQTR program involves five years of study following graduation from a Cégep health science program. www.ccachiro.org ●

They’re not all doctors and nurses: Careers in healthcare are varied enough to suit just about anyone.

●

●

●

Dietician The first step is a bachelor’s degree (with major credits in Foods and Nutrition) from a university offering an accredited dietetic education program.

Next is successful completion of an accredited practical experience program. The final step is registration with the regulatory body (college or association) in the province in which you intend to practise.

Most provinces require successful completion of the Canadian Dietetic Registration Examination (CDRE).

To enter the profession via the graduate degree route, you must complete the master’s degree; you will also likely need to obtain volunteer experience in a practice setting, under the direction of a dietitian. www.dietitians.ca/public/content/career_in_ nutrition/how_to_become.asp

there was a 25% success rate for medical school applicants. McMaster University, which does not require applicants to write the MCAT, had a 4.9% success rate for all applicants in 2007–2008. ●

●

●

●

●

Health Records Management/ Health Management Many positions are available in this diverse field.

Search under “Certified Professional in Healthcare Information and Management Systems” on the Healthcare Information and Management Systems Society website (www.himss.org). A variety of MBA programs are available, providing leadership in healthcare management.

Medical Doctor Most students entering medicine have a degree or previous post-secondary education with at least a B+ GPA. Subjects such as physics, chemistry and biology may be helpful, and a range of studies in non-medical areas is also recommended.

Volunteer experience related to your medical field of interest is also essential. In 2006–2007

●

Three to four years in basic medical school, followed by a residency of two to seven years (depending on specialty or focus).

Mandatory written exam to practise medicine in Canada. www.cma.ca

Medical Laboratory Technologist, Pathologists’ Assistant These positions may require a Bachelor of Science degree, a Medical Laboratory Science degree or a two- to three-year college diploma and a period of supervised training. Certification by the Canadian Society of Medical Laboratory Science and registration with a provincial regulatory body (in New Brunswick, Quebec, Ontario, Saskatchewan and Alberta) may also be required.

Most provinces have separate, specialized programs in cytotechnology; British Columbia and Ontario have programs in clinical genetics. www.csmls.org/english/english.htm ●

●

Naturopathic Medicine Naturopathic medicine is a distinct primary healthcare system that blends modern scientific knowledge with traditional and natural forms of medicine. The naturopathic philosophy is to stimulate the healing power of the body and treat the underlying cause of disease.

Universities and colleges may choose to call the naturopathic degree they confer either the “Doctor of Naturopathy” or the “Doctor of Naturopathic

Ca reer O p t io n s

Medicine” degree; these are two different names for the same degree.

In Canada, usually a four-year degree from an accredited institution is required. www.cand.ca/index.php?id=home&L=0 – Canadian Association of Naturopathic Doctors www.ccnm.edu/ – Canadian College of Naturopathic Medicine ●

●

●

Nursing Although some provinces still accept a nursing diploma, most require a baccalaureate in nursing (BN or BScN). A degree program takes four years.

Entrance requirements differ from one school to another. Generally, admission requirements are high school with senior-level English or French, mathematics, chemistry, physics and biology.

Completion of either an approved diploma program or a baccalaureate in nursing are required to write the Canadian Registered Nurse Examination (CRNE). www.cna-nurses.ca/CNA/nursing/becoming/ default_e.aspx ●

●

●

Occupational Therapist Occupational therapists are university trained and complete a minimum of 1000 hours of supervised fieldwork (on-the-job training). By 2010 all Canadian graduates wishing to enter practice as an occupational therapist must hold a master’s degree.

The Canadian Association of Occupational Therapists (CAOT) recommends that you contact the individual university for admission requirements, course descriptions and curriculum.

Graduation from a professionally accredited program is typically required to write the CAOT ●

●

fa ll/w in t er 2 0 0 9

29

30

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

●

Certification Examination, which you must pass to work in some provinces. www.caot.ca

Occupational Therapist/ Physiotherapist Assistant These professionals help rehabilitate patients with physical and psychological ailments under the supervision of an occupational therapist or physiotherapist.

Sciences, volunteer experience and a community college diploma are required. ●

●

Pharmacy Technician Evaluating Examination. www.capt.ca

Physiotherapy Canada has 14 physiotherapy programs across the country. Starting in 2010, universities will no longer offer bachelor’s degrees in this field; anyone who wants to be a physiotherapist will have to complete a master’s degree.

An undergraduate degree, usually with specific prerequisites, is required to qualify for admission to master’s entry-level programs.

Graduates of physiotherapy programs must complete the Physiotherapy Competency Examination. www.physiotherapy.ca ●

●

Paramedic/Emergency Medical Technician Requirements vary by province. Most provinces require secondary school completion, first aid and CPR, a valid driver’s licence and physical conditioning.

To become a paramedic in Ontario, candidates must also pass the Ministry of Health’s Advanced Emergency Medical Care Attendant certification examination following completion of their program.

Community colleges and private vocational schools may offer training; programs recognized by the Canadian Medical Association allow for national mobility. ●

●

Pharmacist Currently there are nine universities in Canada with pharmacy schools. To practise pharmacy in Canada you need: A bachelor’s degree in Pharmacy from a Canadian university.

To complete a national board examination through the Pharmacy Examining Board of Canada.

Practical experience through an apprenticeship/ internship program.

Requirements vary by province. Additional information is available by searching provincial regulatory authorities. ●

●

●

Pharmacy Technician Pharmacy technicians help licensed pharmacists provide medication and other healthcare products to patients. They perform tasks such as counting tablets and labeling bottles. Technicians refer any questions regarding prescriptions, drug information or health matters to a pharmacist.

Candidates must graduate from a Canadian pharmacy technician program accredited by the Canadian Council for Accreditation of Pharmacy Programs, and pass the PEBC ●

●

Radiography, Radiation Therapy and Nuclear Medicine Technologies A college diploma or university degree may be required for this cluster of professions, which includes: Magnetic resonance technologist – uses magnetic resonance imaging scanners to capture specific images ordered by a physician to aid in patient diagnosis.

Radiation therapist – performs prescribed radiation therapy to destroy the abnormal cells causing the patient’s illness.

Nuclear medicine technologist – carries out diagnostic imaging and some treatment procedures; acquires images that help pinpoint the nature of a disease and how it is affecting the body. www.radiopharmacycollege.com www.camrt.ca/english/home.htm ●

●

●

●

●

Speech Pathology/Audiology Professional training in speech-language pathology or audiology is available at the master’s level at nine Canadian universities. Given the limited number of spaces in graduate schools, it is not unusual for Canadians to complete their degree in the U.S. Requirements include: Master’s degree in audiology and/or speechlanguage pathology, or equivalent.

Completed practicum.

Clinical certification exam and other requirements set out by the Canadian Association of Speech-Language Pathologists and Audiologists. www.caslpa.ca co ●

●

●

●

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

31

32

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

getting the job you want –

Putting your best foot forward It’s no secret that in a struggling economy, getting the job you want can be very challenging. Add to that rapidly changing technology and a constantly growing competition pool, and it’s easy to become overwhelmed by the whole process. As you navigate through the recruiting cycle, you will no doubt encounter many situations where your actions and reputation will be deciding factors in getting the job you want. What can you do to make sure that you are always portraying yourself in a positive, professional way? The following article will give you some insight into how to put your best foot forward when attempting to secure your dream job.

many more ways than just through your résumé and cover letter. Social networking sites like Facebook, MySpace and Twitter are great ways to connect with your family and friends, but can also be used by potential employers to determine your suitability for their organization. With the growing number of recruiting avenues currently being explored, especially online, students need to be conscious of the information about them available in the public domain. Taking precautions such as limiting questionable content on your various profiles, strategically choosing the type of social networks you use, or making your profiles private are highly recommended.

The public domain As our society relies increasingly on innovative, Internet-based modes of communication, a potential employer can now learn about you in

Honestly speaking Hiring managers and human resource professionals have an obligation to abide by the ethical standards put forth by the labour board,

Ca reer O p t io n s

By Gina John Rotman Commerce Career Centre, University of Toronto, and Carol Evenson, Ag-Quest Inc.

their organization, and the schools in which they are recruiting. When speaking about their organization, recruiters should not overstate the benefits the organization offers, or embellish the tasks of an entry-level position in an effort to sway candidates to join the organization. Conversely, candidates should have their own code of ethics when it comes to applying for positions. From the first handshake to the first day of work, candidates should be honest with themselves, the organizations to which they apply, and the career contacts they make.

Your résumé is an organization’s first look at your skills and abilities. While there are many different formats you can choose from for your résumé layout, the one consistent requirement is that you be honest. Do not embellish any of your past job responsibilities or exaggerate your abilities (e.g., fa ll/w in t er 2 0 0 9

33

34

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

saying you can speak Japanese if you only know how to say “hello” and “goodbye”). There are many high-profile cases of individuals who did not portray themselves honestly on their résumé, and suffered significant consequences. Radio Shack CEO David Edmonson was forced to resign when it was discovered that he lied about his academic credentials. Similarly, Notre Dame football coach George O’Leary was removed when it was discovered that he grossly overstated his past accomplishments.

As cliché as it sounds, honesty is the best policy when it comes to writing your résumé. If you have never written a résumé, or would like yours critiqued by a professional, visit your university or college career services office. They partner with employers to learn the specific skills and abilities candidates need to have, and prepare programming such as résumé workshops and one-on-one coaching sessions to help students understand how to acquire these skills and abilities, and market them in an effective way.

If you found yourself in an elevator with the CEO of a company you want to work for, what would you say? Have your elevator speech ready for those chance encounters!

“ As cliché as it sounds, honesty is the best policy when it comes to writing your résumé. If you have never written a résumé, or would like your résumé critiqued by a professional, visit your university or college Career Services office. ”

Network like a professional Taking advantage of networking opportunities, attending employer information sessions, taking office tours and meeting contacts through career services or professors are equally as important as your résumé. How you portray yourself at these events will either assist or hinder you in your job search. Awkward conversations, inappropriate alcohol consumption and poor food etiquette are just a few of the gaffes that can prevent you from networking successfully. How can you make sure that the impression you leave is a good one?

steps you have taken to get here. If you have any gaps in your résumé, address them with your interviewer right away so they don’t leave the interview with more questions than answers about you. Be honest with your interviewer about why you left a previous job, even if you were fired, because you can use it as an opportunity to talk about what the experience taught you. Under no circumstances should you ever speak negatively about a former employer. The working world is surprisingly small—and you never know how the person interviewing you may be connected to others.

be tempted to back out of your offer if a more desirable one comes along. Backing out of an offer can negatively affect your reputation as well as the reputation of the school from which you were recruited. Be honest with the hiring manager or recruiter by letting him or her know that you are waiting to receive another offer, or that you need some time to evaluate the offer they have presented. It is much better to be remembered as the candidate who made a conscientious decision, rather than the student who accepted and then backed out of an offer.

The best advice that we have heard about preparing for networking events is to create your personal “elevator speech.” If you were in an elevator and the CEO of the organization you wanted to work for stepped in, what would you say? You only have about 30 seconds to hold that person’s attention before he or she either leaves or loses interest. Your elevator speech should include your name, your major/year of study and the type of opportunity you are looking for. From there, you should have multiple topics to discuss.

Sealing the deal with an offer Organizations select candidates whom they believe are a good fit for the role, the team and the organization; when you get a job offer, it’s up to you to decide if the role, the team and the organization are a good fit for you. Most organizations will give you at least a week to indicate your response to the offer. If this is your first offer and your first choice, accepting right away may be a good option for you.

If this offer is your second or third choice (and you haven’t yet heard back from the organizations that you are truly interested in), it is acceptable to ask to take some time to review the offer before making your decision.

Although this article covers many typical scenarios within the recruitment cycle, you will no doubt encounter new and unexpected circumstances in your job search. Maintaining your integrity and professionalism along the way will help to make your recruitment experience a successful beginning to your career journey. co

Interviews The interview stage, for some of you, will be the first time you meet a representative from the organization; for others, it could be the third or fourth time. Whether it’s the first or fourth time, your approach should be consistent with the

If you receive an offer from an organization and it is not your first choice, it is not in your best interest to accept immediately, because you may

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

35

student work abroad program

36

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

The â&#x20AC;&#x153;WHEREâ&#x20AC;? Factor

By Karen Gallant Director, Talent Networks, Communitech

This might be the most important decision of your life.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

37

more key questions » » To what degree do you value the arts, entertainment and cultural scene in a community?

» Do you prefer to be in a young, urban hipster environment or a rural community?

F

or a new graduate, deciding where to live requires a great deal of thought and consideration. Although job opportunities may seem to be the most important factor to consider, in reality there is so much more.

As you choose the community you want to live in, you need to be thinking about the lifestyle you want, proximity to family and friends, access to arts and entertainment, a feeling of belonging and a sense of place. You need to think beyond the immediate job opportunity and determine whether the location really appeals to you. Does this move to a different city hold out the promise for personal growth, development and enjoyment?

WHAT MAKES A GREAT COMMUNITY A city that is truly great is known for the quality of life that it offers its citizens. It is creative, safe, diverse, builds on its strengths and offers opportunity for all.

This kind of community fosters a sense of pride and desire to give back. Great communities support their citizens no matter what stage of life they are in— furthering their education, beginning their first job, starting a family or choosing a new career direction.

» What’s the most important to you right now: Your work? Your family?

Finding a mate? Your physical environment?

» Is it important to be in an aesthetically pleasing city?

Jane Jacobs, renowned for her views on what makes a city work, has almost single-handedly

38

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

revolutionized urban planning. She has published books on how the different elements of a city, such as sidewalks, neighbourhoods, parks, government and the economy, function together to create synergy. In her well-known book The Death and Life of Great American Cities (1961), she wrote: “Lively, diverse, intense cities contain the seeds of their own regeneration, with energy enough to carry over for problems and needs outside themselves.”

ADVICE TO CONSIDER According to Richard Florida, economist and author of Who’s Your City?, choosing where you live is one of the most important decisions you will make in your life. Young graduates are the most likely demographic group to move, and this mobility peaks at the age of 25.

For recent graduates today the possibilities can seem endless. Many decide to move across the country, or even the world, in search of life experiences. The freedom to live wherever you choose presents great opportunities, but also the challenge of choosing wisely.

There are some key questions Florida suggests that you consider: What are your expectations based on the stage of life you are in?

Where are the places you’d most like to live?

Where are your current networks?

How much does the weather and climate matter to you? ●

●

●

●

Florida suggests that after generating a list of priorities consisting of deal-makers and deal-breakers, the next step is to generate a shortlist of places that fit your criteria. From there, you’ll need to do some research to determine what qualities each place has to offer in terms of job opportunities, basic services, your values, and so on.

A GREAT EXAMPLE Ontario’s Waterloo Region is a model example of a thriving community that offers a desirable quality of life and many work opportunities. A unique blend of urban and rural areas, Waterloo Region has always exhibited a strong entrepreneurial spirit. It has rapidly re-configured itself into a megacentre of technology and innovation, and is home to some of the most dynamic companies in Canada, including some of the hottest technology companies in the world.

The area is maturing in many of the ways described by both Florida and Jacobs.

For example, an initiative is underway to continue strengthening the Region’s already vibrant arts and culture scene.

CHOOSING WISELY Deciding where you will live is an investment in your future. If a particular city doesn’t seem like a match for you, don’t be afraid to reject it. It’s important to listen to your gut when making such an important life decision. If you consider all the factors from the start and choose wisely, just think about all the moving expenses you can save on! co

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

39

40

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

“ One of the hardest changes has been to realize that I’m no longer a student or an intern, but a professional. What I do, how others perceive me and how I present myself is much different and more mature now. ”

first year of full-time: adjusting tips & more

By Zahraa Al-Ali

N

ow, looking back at my first year at my first full-time position, I see it as an incredible journey. It took some effort to adjust to the new phase of my life—new routine, new environment, new expectations. Having worked as an intern during my undergrad, I had an idea of what to expect; my internship experience helped in easing the transition. However, certain things were difficult, including changes in time management, social skills, professional skills, and expectations from both the employer and myself.

One of the hardest changes has been to realize that I’m no longer a student or an intern, but a professional. What I do, how others perceive me and how I present myself is much different and more mature now. As a professional, I have certain rights, obligations and expectations to meet. I believe that recognizing this is the first step toward adjusting to work life.

The work environment can be very challenging and different from school life. Time management is very important; meeting and working around deadlines can be tricky. As well, depending on the type of job, you could be working within a team or individually.

This can be hard to adjust to, so discussing the matter with your supervisor is a good idea.

Also, a lot of employers and supervisors have high expectations for their new hires. However, realizing that the grad is fresh out of school and has limited practical, real-life experience may help in establishing realistic goals and expectations for both parties. Depending on the position and the employer, some technical or professional training may be provided. In most cases, however, training is on-the-go. This may put a lot of pressure on you to learn as much as possible as quickly as possible. If your supervisor offers training references, manuals or courses, you should take advantage of them.

Communication skills are very important as well. Writing professional correspondence and reports, and giving presentations are common requirements in the workplace. It may be hard at the beginning to adjust to the appropriate level of language and terminology used in the workplace, but practice definitely helps. You might consider having a trusted coworker or even your manager or supervisor look over your writing and provide feedback at first.

Ca reer O p t io n s

What helped me during my first year was having a work buddy, someone in a similar job who had been with the organization for a while. At my first job, my work buddy was assigned to me immediately. My buddy helped me greatly in answering all my questions, concerns and anything that I was not able to direct to my supervisor.

However, not all employers offer this system. An alternative is to ask your manager or supervisor to assign a go-to coworker, someone who can guide you and generally help make your adjustment easier and faster.

Also, being hired with a group helped a lot.

Because we all attended a similar orientation program, there were others going through the same experiences as I was. It made things seem not so foreign and gave me someone to share with and be friends with. This definitely helped at the beginning when everything and everyone was new and there was so much to learn and do.

Finally, it’s good to start the year by having a defined set of goals and expectations. This will help you map out a path and establish a career plan to work towards. It will also enable you to identify the skills required to meet your targets at the end of the year. co Zahraa Al-Ali graduated from McMaster University in Electrical Engineering in 2007.

Her first year of full-time employment was with Accenture Canada as a consulting analyst. She has been with Ontario Power Generation since July 2008. fa ll/w in t er 2 0 0 9

41

42

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

By Erica Simmonds

how i am making the transition

from student to professional

M

y first job gave me the opportunity to travel, learn about another culture and meet incredible people. It wasn’t related to my degree, but it was the best life experience I’ve had since graduation.

I was in my last semester studying journalism at the University of King’s College (in Halifax, Nova Scotia), but I wasn’t sure what I wanted to do after graduation. I didn’t know how I wanted to use the skills I had developed, but I did know I wanted to travel. I found my first job teaching English in Japan very easily. Almost too easily: I applied to two companies over the Internet.

One never got back to me; the other hired me.

I thought teaching English in Japan sounded like a great working holiday. I could learn about another culture and earn money to support my travels in Asia. I didn’t have any teaching experience, and the thought of standing in front of a classroom full of students made me nervous. To gain experience, I took a TESOL class and volunteered as a teaching assistant, helping teenagers new to Canada improve their English.

My first week in Japan was a mix of culture shock, excitement and jet lag.

I was responsible for teaching about 50 students, counselling them on their progress and managing their paperwork. My students ranged in age from two to 65.

I scrambled to come up with ideas for lessons and to remember warm-up exercises, games and activities from my training. At first my adult students asked me lots of questions about where I was from, my family and my hobbies. Some of the children sat at their desks in silence; others cried, hid under the desks or ran out of the classroom back to their mothers. I never thought one of my first challenges in the workforce would be learning how to discipline and engage children.

I gradually became a better, more confident teacher. As I got to know my students, they started inviting me to their homes for dinner and taking me to castles and other local attractions. During my spare time I started taking painting and tea ceremony classes. I also visited other Japanese cities such as Kyoto and Hiroshima, and other countries including Thailand, China and Vietnam.

But while I enjoyed teaching, I didn’t want to make it my career. When my contract ended, I decided not to renew it and to go home.

After returning to Canada my first task was to find a job. I decided to find work that drew on my journalistic training and involved writing. I thought getting a job would be a simple, straightforward process, just like getting my job in Japan. I spent hours searching for job postings, drafting cover letters and sending applications, but offers for interviews and jobs didn’t come so easily.

I received a few responses, but not nearly as many as I had anticipated.

What I’ve learned »

1

Travel, work or volunteer overseas if you’re not sure what you want to do after graduation.

You’ll gain some amazing life experiences that may help put your career goals into perspective.

2

Follow your passion.

Ask yourself what you want to do, not what you think you should do.

3

Be openminded and flexible. Are you willing to relocate or to try looking for work in a different industry?

4

Network and ask people for advice. Sometimes the best advice can come from someone in a different field.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

43

44

fal l /winter 2009

www.ca reero p t io n smaga zin e.com

Some of my friends had started entry-level professional jobs right after graduation and had already been promoted. Whenever I felt a little jealous of their success, I looked at my photos from Japan: me with my students, me visiting temples, wearing a kimono, riding an elephant and climbing the Great Wall of China. If I had stayed home and gotten a different job, I wouldn’t have had all of those experiences.

Maybe I wasn’t at the same place in my career as some of my friends, but it didn’t matter. Life isn’t a race. I had so much fun travelling, learning about Japanese culture and getting to know my students. I wouldn’t have traded these experiences for the chance to be settled into a career in my early twenties.

Teaching English in Japan taught me a lot about organization, presentation skills, customer service and professionalism. Some potential employers told me the experience was irrelevant, while others said it demonstrated that I could do almost anything.

I didn’t receive any job offers during my first couple of months back in Canada, so I decided to change my job search approach. I got a job at a boutique to earn some money, and I started taking job search strategy courses. The instructors said about 80% of jobs are found through people you know, so I talked to my relatives, my friends, my parents’ friends and my alumni association. I learned something valuable from each of them.

To expand my network and gain some experience, I started volunteering with two non-profit organizations. One organization offered me a communications internship a couple of weeks later. When I was a student I had never thought about working for a non-profit, but I loved my internship. I enjoyed contributing to a good cause. I also liked working in a small team and having more responsibility than I would have had in a larger organization.

Since the recession hit, it’s been harder to get interviews and job offers, but I keep persevering. After my first internship ended, I received several more internships and contracts. Most of these resulted from networking with my friends’ business contacts, with people I met through a professional association and, most unexpectedly, with a friend of a friend of a friend of someone to whom I once sold a sweater.

I graduated four years ago and I am still making the transition from student to experienced professional. I am building my resume and my portfolio. In addition to my school projects, I now have published articles and newsletters I’ve helped put together to show potential employers.

My year in Japan, combined with the recession, has meant that it may take me a little longer to settle into a career path than I had originally thought.

But all of the amazing life experiences I’ve had along the way have been worth it. co

Erica Simmonds graduated from the journalism program at the University of King’s College four years ago. She continues to build her résumé and portfolio with published newsletters and articles.

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

45

cacee ethical recruitment

By the Canadian Association of Career Educators and Employers

guidelines

T

his document sets out guidelines for ethical recruitment at post-secondary educational institutions. These guidelines are intended to provide a framework for the professional relationships between employers, students, third-party recruiters and career educators.

The guidelines are based on industry research, have been generally agreed upon by employers and educators, and are advocated by CACEE for national implementation.

Employers

It is the employer’s responsibility to: Comply with all relevant federal and provincial legislation. ●

Information Sessions: When arranging information sessions, most postsecondary institutions book space on a first-come, first-served basis and it is strongly recommended that employers book early to avoid conflicts. ●

Guideline: Information sessions should begin no earlier than the first Monday after Labour Day.

Guideline: On-campus interviews should begin no earlier than the first business day in October. ●

Job Offers: Provide a reasonable amount of time for candidates to respond to job offers.

Confirm job offers and terms of employment in writing to candidates.

Inform the career centre regularly of the status of your campaign.

Honour all offers of employment. ●

●

●

●

Guideline: Full-time job offers to students attracted via on-campus recruitment should have a minimum of two weeks for an acceptance deadline or until the first business day in November, whichever is the later.

Job offers to summer students are not subject to any minimum acceptance date rules; however, it is recommended that a minimum of one week be provided for job offer acceptance. ●

●

●

Interviews: Contact the career centre well in advance to reserve interview space and provide company literature. Most post-secondary institutions book space on a first-come, first-served basis and it is strongly recommended that employers reserve space early.

Provide accurate information on job responsibilities, compensation, benefits and contact information.

Notify all applicants individually of their status.

Interview for positions whose starting dates are within 12 months of the initial interview.

Respond to all applicants within agreed-upon time frames and give reasonable notice (a minimum of three days is recommended) of any interview cancellations.

Advise applicants of compensation for site or interview visits. ●

●

●

●

●

●

46

fal l /winter 2009

Students

It is the student’s responsibility to: Comply with all relevant federal and provincial legislation.

Provide accurate and appropriate information on résumés, application forms and in interviews. ●

●

Interviews: Prepare for the interview.

Notify the career centre well in advance if interviews must be rescheduled or cancelled.

Acknowledge invitations for site visits or second interviews promptly whether accepted or rejected.

Notify employers well in advance if site visits or second interviews must be postponed or cancelled.

Accept interview invitations (second and subsequent) only when seriously considering a position with the employer. ●

●

●

●

●

●

●

●

●

Career Educators

It is the career educator’s responsibility to: Comply with all relevant federal and provincial legislation.

Provide equitable services to all students and employers. ●

●

Interviews: Accommodate employers’ reasonable requests for job posting, information session and interview space.

Ensure that students have reasonable time (a minimum of five weeks is recommended) from the start of the school year to prepare for the on-campus recruitment process prior to the commencement of interviews. ●

●

Employment Preparation: Provide information, resources and advice to students on career planning and job search.

Inform students of ethical recruitment practices, procedures and responsibilities. ●

●

Other: Follow legal and ethical guidelines in providing student information to employers.

Bring to the attention of the parties involved any questionable recruitment practices. ●

●

Third-Party Recruiters Third-party recruiters are agencies, organizations or individuals recruiting students for employment opportunities with other organizations.

The following guidelines for third-party recruiters have been established to best meet the needs of students, employers and career educators.

No direct referrals will be made for vacancies listed by third-party recruiters without posting and/ or contacting candidates with the information relating to the position.

Third-party recruiters will be asked to identify their employer clients; career educators will treat this information as confidential.

Candidates’ résumés must not be held in the files ●

●

Job Offers: Discuss offers with employers to verify terms and reach mutually acceptable responses. ●

www.ca reero p t io n smaga zin e.com

Respond to every offer whether it is to be accepted or rejected.

Notify employers of acceptance or rejection of an offer as soon as a decision is made.

Notify the career centre immediately upon confirmation of a job acceptance to withdraw from the recruitment process.

Honour the acceptance of the offer as it is a contractual agreement with the employer.

●

of the third-party recruiter for later referral to other positions unless authorized by the candidate.

Guidelines Management: When scheduling on-campus recruitment activities, both employers and career educators should respect dates of religious and cultural significance.

Guidelines should be determined and managed locally.

Penalties for non-compliance should be: determined locally; have local jurisdiction, be relative in severity to the associated infraction; and clearly indicated to employers well in advance of the recruitment season. ●

●

●

●

●

●

In the event of an unresolved dispute between parties engaged in on-campus recruitment, CACEE members are invited to refer the matter, and any identified penalties, to the CACEE Ethics Committee for review and recommendation via the CACEE website at www.cacee.com. co

Ca reer O p t io n s

fa ll/w in t er 2 0 0 9

47

48

fal l /winter 2009

www.ca reero p t io n smaga zin e.com